HMCS Vancouver Pre-Deployment Brief - May 2024 (Web Version).pptx
Learning Leaders 21st Century
1. 21st Century Pedagogy Supporting 21st Century Learners Area 1 Learning Leaders - Presentation Introduction February 13, 2008 Yoda’s music created in Garageband for the Mac The theories children build, whether they are right or wrong, are not capricious. They are often logical and rational, and firmly based in evidence and experience. Susan Worth Power of Children’s Thinking
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6. Learners in the 21st Century Who are they? They are … and … Go to David Warlick is a 30 year educator, author, blogger, and Web 2.0 programmer.
7. “ Teacher education programs are caught in the bind of informing teacher candidates about the importance of prior experiences and misconceptions while also having to deal with these candidates’ own prior experiences and misconceptions about both teaching and content.” Hausfather “ Teaching well depends on more than "knowing subject matter," understanding learning, and being able to present material clearly. Teaching is itself a specialized form of work that entails substantial content-based problem solving and reasoning.” Abstract to Ball’s Keynote Address Depth of Content Understanding
8. “ The cases suggest interrelationships between teachers content knowledge and their organization of content knowledge for instruction” (263). “The cases suggest interrelationships between the nature of classroom … discourse, and teachers syntactic [rule-bound] knowledge of mathematics” (264). The cases suggest interrelationships between teachers assessment of student thinking … and understanding … students reasoning processes, and teachers content … syntactic, and metacognitive knowledge” (266). Millsaps Depth of Content Understanding
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11. Copyright Marsha Lovett, 2008. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.
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14. “ Self-regulated learning is characterized by three central features; awareness of thinking, use of strategies, and situated motivation. … Understanding the notion of self-regulation is important for teachers because teaching requires problem-solving and invention. Teachers face problems and challenges that are complex and rarely straightforward. … It is ironic that teachers are often taught with pedagogical methods that are contrary to the principles that they are being taught, such as direct instruction on problem-based learning or cooperative learning. Paris and in Blakey and Spence “ The ability to recognize the limits of one’s current knowledge, then take steps to remedy the situation, is extremely important for learners of all ages.” How People Learn (National Research Council) Learning About Learning; Thinking About Thinking
20. References Ball, Deborah. 2003. Using Content Knowledge in Teaching: What Do Teachers Have to Do, and Therefore Have to Learn? Keynote Address, Archive of the Third Annual Conference on Sustainability of Systemic Reform. Accessed from http://sustainability2003.terc.edu/go.cfm/keynote , February 10, 2008. Blakey, Elaine and Spence, Sheila. 1990. Developing Metacognition. ERIC Digest. ED327218 1990-11-00 ERIC. Clearinghouse on Information Resources Syracuse NY. Accessed from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED327218 , February 11, 2008. Blosser, Patricia E. 1987. Science Misconceptions Research and Some Implications for the Teaching of Science to Elementary School Students. ERIC/SMEAC Science Education Digest No. 1, 1987. Accessed from http://www.ericdigests.org/pre-925/science.htm , February 4, 2008. Hausfather, Sam. Content and Process in Constructivist Teacher Education . In J. Rainer (Ed.), Reframing Teacher Education: Dimensions of a Constructivist Approach (pp. 63-80). Dubuque, IA: Kendall Hunt. Accessed from http://www.esu.edu/sps/Dean/content_and_process.htm , February 10, 2008. Millsaps, Gayle M. 2005. INTERRELATIONSHIPS BETWEEN TEACHERS' CONTENT KNOWLEDGE OF RATIONAL NUMBER, THEIR INSTRUCTIONAL PRACTICE, AND STUDENTS' EMERGENT CONCEPTUAL KNOWLEDGE OF RATIONAL NUMBER . Dissertation. College of Education. Ohio State University. Accessed from http://av.rds.yahoo.com/_ylt=A0Je5W3DQa9HS0kBz1uDBqMX;_ylu=X3oDMTBwMjNqdWVsBHBndANhdHdfd2ViX3Jlc3VsdARzZWMDc3I-/SIG=12cresnq9/EXP=1202754371/**http%3a//www.ohiolink.edu/etd/send-pdf.cgi%3fosu1124225634 , February 10, 2008. Molebash, P.. (2004). Preservice teacher perceptions of a technology-enriched methods course. Contemporary Issues in Technology and Teacher Education [Online serial], 3(4). Available: http://www.citejournal.org/vol3/iss4/socialstudies/article1.cfm National Research Council. 2000. How People Learn: Brain. Mind, Experience, and School. Washington, D.C.: Washington Academy Press. Paris, Scott G. and Winograd, Peter. The Role of Self-Regulated Learning in Contextual Teaching: Principles and Practices for Teacher Preparation. A Commissioned Paper for the U.S. Department of Education Project Preparing Teachers to Use Contextual Teaching and Learning Strategies To Improve Student Success In and Beyond School. Dr. Kenneth R. Howey, Project Director. Accessed from http://www.ciera.org/library/archive/2001-04/0104parwin.htm , February 11, 2008. Purcell, Jeanne H. and Deborah E. Burns. 2002. STAFF DEVELOPMENT EVERY DAY: NEW ROLES FOR TEACHERS OF THE GIFTED . Professionally Speaking NEWSLETTER OF THE PROFESSIONAL DEVELOPMENT. DIVISION OF THE NATIONAL ASSOCIATION FOR GIFTED CHILDREN. Summer, 2002. Accessed from http://www.nagc.org/uploadedFiles/About_NAGC/summer02a.pdf , February 10, 2008. Warlick, David. 2006. PRE-CONFERENCE KEYNOTE: Derailing Education: Taking Sidetrips for Learning. Accessed from http://k12onlineconference.org/?p=26 , February 4, 2008. Worth, Karen. The Power of Children's Thinking. Chapter Four in Inquiry: Thoughts, Views, and Strategies for the K-5 Classroom. FOUNDATIONS. National Science Foundation.
Notes de l'éditeur
This sample presentation was created in a minimal amount of time and makes use of the designs, transitions, and animations in Microsoft PowerPoint. In the presentation, we created an organizational chart, embedded an Excel chart, and changed the design template. When you’ve finished examining the slides, view the slide show to see the animations, transitions, and movies, and hear the sounds. This first slide uses the Title Slide layout. To add a slide, on the Formatting Palette under Add Objects , click the Slides tab, and then select a layout. Click a placeholder and type your text. PowerPoint automatically formats the text according to the specifications of the design template. For each slide in this presentation, we used the slide layout that best represents the type of information we wanted to include on the slide. Text On the title slide, we used the text placeholders to type “SAMPLE PRESENTATION” as the title and “PowerPoint Basics” as the subtitle. To enter text in a text placeholder, click the placeholder and type the text. The top line of text, “Company Name presents,” is in a text box instead of a text placeholder. When you use text boxes, the text style matches that of the template you’re using, but you’ll need to size and position the text box on the slide yourself. Note that text entered in a text box does not appear in the outline. To add a text box: On the Insert menu, click Text Box . On the slide, drag to create the box. Type the text.
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